Virtually There:  Designing Effective Cross-Cultural Online Special Education Courses in the Pacific Patricia Edelen-Smith...
Focus of our presentation: <ul><li>Including synchronous technology in online course design </li></ul><ul><ul><li>Construc...
Background <ul><li>Basic special education teacher training needed </li></ul><ul><ul><li>Limited access to institutions of...
Micronesian Region <ul><li>Rural setting </li></ul><ul><li>Traditional lifestyles </li></ul><ul><li>Diverse cultural group...
Student Feedback from  Past Online Courses <ul><li>Sense of isolation </li></ul><ul><li>Affinity for face-to-face communic...
Theoretical Frameworks <ul><li>Constructivist Theories </li></ul><ul><li>Adult Learning Theories </li></ul><ul><li>Cross-C...
Translating Theory into Design <ul><li>Constructivist </li></ul><ul><ul><li>Actively construct knowledge </li></ul></ul><u...
The Research Study <ul><li>Phase I: Developed course elements </li></ul><ul><ul><li>Teaching methods </li></ul></ul><ul><u...
Course Elements <ul><li>Synchronous </li></ul><ul><li>Saturday:   Attend weekly “virtual class” meeting </li></ul><ul><ul>...
The Virtual Class <ul><li>Constructivist Elements: </li></ul><ul><li>Use of multimedia </li></ul><ul><li>Real time interac...
Data Collection <ul><li>Quantitative </li></ul><ul><ul><li>Pre- and post-tests </li></ul></ul><ul><li>Qualitative </li></u...
Research Question #1 Will curriculum and delivery result in meeting course objectives? <ul><li>Overall mean gain: +6.3 poi...
Research Questions #2 & #3 <ul><li>Examined student comments on CONSTRUCTIVIST and CROSS CULTURAL elements of course: </li...
Key Findings Instructional Strategies and Delivery <ul><li>Working in various collaborative formats </li></ul><ul><ul><li>...
Key Findings Use of Multimedia Materials <ul><li>Movies and Videos </li></ul><ul><ul><li>Effective way to learn characteri...
From Theory to Practice <ul><li>Constructivist Strategies </li></ul><ul><li>Social construction on knowledge </li></ul><ul...
Achieving Cross-Cultural Dialogue <ul><li>Teach Us activity </li></ul><ul><ul><li>Providing equal spaces for interaction <...
Are We Virtually There? <ul><li>Student value on virtual class </li></ul><ul><ul><li>Initial reaction and transformation <...
Where did we go next? <ul><li>Synchronous and constructivist strategies used in: </li></ul><ul><li>Special Education certi...
CNMI certificate courses <ul><li>Introduction to Exceptional Children </li></ul><ul><li>Classroom Organization and Managem...
Lessons Learned from CNMI courses Challenges: <ul><li>Slow/problematic internet connection at times </li></ul><ul><li>Some...
Lessons Learned from CNMI courses What Worked: <ul><li>Virtual class (Elluminate) sessions built a sense of community and ...
Literacy Strategies for Students with Mild/Moderate Disabilities <ul><li>Background : </li></ul><ul><li>Statewide mild/mod...
Literacy Strategies for Students with Mild/Moderate Disabilities <ul><li>Virtual Class Interactions: </li></ul><ul><li>Pow...
Literacy Strategies for Students with Mild/Moderate Disabilities <ul><li>Asynchronous –Media assignments   </li></ul><ul><...
What Worked – What Didn’t <ul><li>Virtual class through sharing, connecting, community building </li></ul><ul><li>Multimed...
Questions/Comments <ul><li>Pat Edelen-Smith, Ed.D:  [email_address] </li></ul><ul><li>Kavita Rao, PhD :  [email_address] <...
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Virtually There for CEC Convention April 22, 2010

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This presentation for the CEC 2010 convention describes how to create a "virtual class" environment using online technologies.

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  • Pat – Questions to audience + intro (Slides 1-3: 5 minutes)
  • Pat
  • Pat – links to university and higher ed
  • Lillian (Slides 4-5: 3 minutes)
  • Lillian
  • Kavita (Slides 7-10: 5 minutes)
  • Kavita
  • Kavita
  • Kavita
  • Kavita – introduce the video at this slide (Video takes 12 minutes) Ask audience if they have questions
  • Kavita (Slides 11-18: Take 5-10 minutes depending on how long the questions following the video have been.)
  • Kavita
  • Kavita
  • Kavita
  • Kavita
  • Kavita
  • Kavita
  • Kavita
  • Lillian and Pat – introduce the fact that you’ll talk about how these strategies were used in courses you’ve each developed since 2008
  • Lillian
  • Pat
  • Pat
  • Virtually There for CEC Convention April 22, 2010

    1. 1. Virtually There: Designing Effective Cross-Cultural Online Special Education Courses in the Pacific Patricia Edelen-Smith Kavita Rao Lillian Segal Jim Skouge
    2. 2. Focus of our presentation: <ul><li>Including synchronous technology in online course design </li></ul><ul><ul><li>Constructivist methods </li></ul></ul><ul><li>Cultural considerations </li></ul>
    3. 3. Background <ul><li>Basic special education teacher training needed </li></ul><ul><ul><li>Limited access to institutions of higher education </li></ul></ul>
    4. 4. Micronesian Region <ul><li>Rural setting </li></ul><ul><li>Traditional lifestyles </li></ul><ul><li>Diverse cultural groups </li></ul>
    5. 5. Student Feedback from Past Online Courses <ul><li>Sense of isolation </li></ul><ul><li>Affinity for face-to-face communication </li></ul><ul><li>Limited computer/internet access </li></ul><ul><li>Too much text-based learning </li></ul>
    6. 6. Theoretical Frameworks <ul><li>Constructivist Theories </li></ul><ul><li>Adult Learning Theories </li></ul><ul><li>Cross-Cultural Principles </li></ul>
    7. 7. Translating Theory into Design <ul><li>Constructivist </li></ul><ul><ul><li>Actively construct knowledge </li></ul></ul><ul><ul><li>Use multimodal resources </li></ul></ul><ul><ul><li>Create artifacts or products </li></ul></ul><ul><li>Cross-Cultural Principles (for indigenous groups) </li></ul><ul><ul><li>Connect to local community </li></ul></ul><ul><ul><li>Use narrative structures </li></ul></ul><ul><li>Adult Learning </li></ul><ul><ul><li>Provide relevant and realistic contexts </li></ul></ul><ul><ul><li>Learn through collaboration </li></ul></ul>
    8. 8. The Research Study <ul><li>Phase I: Developed course elements </li></ul><ul><ul><li>Teaching methods </li></ul></ul><ul><ul><li>Learning activities </li></ul></ul><ul><ul><li>Delivery methods (asynchronous & synchronous) </li></ul></ul><ul><li>Phase II: Implementation 8-week “Introduction to Exceptionalities” course </li></ul><ul><li>During and after Phase II: Data Collection Examined student experiences & knowledge gains </li></ul>
    9. 9. Course Elements <ul><li>Synchronous </li></ul><ul><li>Saturday: Attend weekly “virtual class” meeting </li></ul><ul><ul><li>Instructor presentation and discussion </li></ul></ul><ul><ul><li>Teach Us </li></ul></ul><ul><ul><li>Photo Story (Final project) </li></ul></ul><ul><li>Saturday: Watch a movie or DVD for next week </li></ul><ul><li>Asynchronous </li></ul><ul><li>Thursday: Individual assignment due </li></ul><ul><li>Anytime: Use resources on eCollege (courseware) </li></ul><ul><li>Anytime: Email </li></ul><ul><li>Anytime: Textbook as reference </li></ul>
    10. 10. The Virtual Class <ul><li>Constructivist Elements: </li></ul><ul><li>Use of multimedia </li></ul><ul><li>Real time interactions with instructor </li></ul><ul><li>Learning WITH others </li></ul><ul><li>Process and product based </li></ul><ul><li>Adult Learning & Cross-cultural principles: </li></ul><ul><li>Relevance to real life </li></ul><ul><li>Built communities of practice </li></ul><ul><li>Let students teach us </li></ul>
    11. 11. Data Collection <ul><li>Quantitative </li></ul><ul><ul><li>Pre- and post-tests </li></ul></ul><ul><li>Qualitative </li></ul><ul><ul><li>Document analysis </li></ul></ul><ul><ul><li>Interview data </li></ul></ul><ul><ul><li>Observation data </li></ul></ul>
    12. 12. Research Question #1 Will curriculum and delivery result in meeting course objectives? <ul><li>Overall mean gain: +6.3 points </li></ul><ul><li>Paired t -test (t = 5.9, df = 11, p < .0001) </li></ul><ul><li>Effect size is 1.57 (Cohen, 1988) </li></ul>
    13. 13. Research Questions #2 & #3 <ul><li>Examined student comments on CONSTRUCTIVIST and CROSS CULTURAL elements of course: </li></ul><ul><li>#2: What learning preferences should be taken into account? </li></ul><ul><li>#3: How does the use of multimedia materials affect the learning experience of Pacific islander participants? </li></ul>
    14. 14. Key Findings Instructional Strategies and Delivery <ul><li>Working in various collaborative formats </li></ul><ul><ul><li>Valued group activities (small and large) </li></ul></ul><ul><ul><li>Stated benefits of all three formats </li></ul></ul><ul><li>Meeting weekly in Virtual Classes </li></ul><ul><ul><li>Effective way to learn (from presentations) </li></ul></ul><ul><ul><li>Highly motivating and engaging </li></ul></ul><ul><ul><li>Connection with instructors </li></ul></ul><ul><ul><li>Instant feedback </li></ul></ul>
    15. 15. Key Findings Use of Multimedia Materials <ul><li>Movies and Videos </li></ul><ul><ul><li>Effective way to learn characteristics </li></ul></ul><ul><ul><li>Saw what “inclusion” looks like </li></ul></ul><ul><ul><li>Touching and “emotional” experience </li></ul></ul><ul><ul><li>Liked the movie guide and group discussion </li></ul></ul><ul><li>Virtual Class Multimedia Presentations </li></ul><ul><ul><li>Clear, concise and easy to understand </li></ul></ul><ul><ul><li>Felt a connection with visual images from other Pacific islands </li></ul></ul><ul><ul><li>Downloaded materials for future reference </li></ul></ul>
    16. 16. From Theory to Practice <ul><li>Constructivist Strategies </li></ul><ul><li>Social construction on knowledge </li></ul><ul><ul><li>Peer collaboration & instructor mentoring </li></ul></ul><ul><li>Multimedia Materials </li></ul><ul><ul><li>Visual instruction </li></ul></ul><ul><ul><li>Visual constructivism </li></ul></ul><ul><li>Adult Learning & Cross-Cultural Principles </li></ul><ul><li>Communities of practice </li></ul><ul><li>Connection to local community </li></ul>
    17. 17. Achieving Cross-Cultural Dialogue <ul><li>Teach Us activity </li></ul><ul><ul><li>Providing equal spaces for interaction </li></ul></ul><ul><ul><li>Multiple cultures model of e-learning </li></ul></ul><ul><li>Photo Story activity </li></ul><ul><ul><li>Active creation of knowledge </li></ul></ul><ul><ul><li>Emulated narrative format </li></ul></ul>
    18. 18. Are We Virtually There? <ul><li>Student value on virtual class </li></ul><ul><ul><li>Initial reaction and transformation </li></ul></ul><ul><ul><li>Valued relationships with instructor and with each other (“as good as face to face”) </li></ul></ul><ul><ul><li>High level of engagement </li></ul></ul><ul><li>Recommendations for virtual class sessions </li></ul><ul><ul><li>Set clear expectations </li></ul></ul><ul><ul><li>Make sessions meaningful </li></ul></ul>
    19. 19. Where did we go next? <ul><li>Synchronous and constructivist strategies used in: </li></ul><ul><li>Special Education certificate courses in Saipan/Rota/Tinian (CNMI islands) </li></ul><ul><li>Graduate level course: Literacy Strategies for Students with Mild/Moderate Disabilities </li></ul>
    20. 20. CNMI certificate courses <ul><li>Introduction to Exceptional Children </li></ul><ul><li>Classroom Organization and Management </li></ul><ul><li>Modification and Adaptation of Curriculum, Including Family Supports </li></ul><ul><li>Assessment, Planning, & Instruction for Students with Disabilities </li></ul>
    21. 21. Lessons Learned from CNMI courses Challenges: <ul><li>Slow/problematic internet connection at times </li></ul><ul><li>Some students initially struggled with basic computer skills necessary to function in online class </li></ul><ul><li>Some students lacked proper equipment (computer, internet, microphone) </li></ul>
    22. 22. Lessons Learned from CNMI courses What Worked: <ul><li>Virtual class (Elluminate) sessions built a sense of community and relationship through: </li></ul><ul><ul><li>Online discussion with instructors </li></ul></ul><ul><ul><li>Collaborative activities on whiteboard </li></ul></ul><ul><ul><li>“ Teach Us” activity </li></ul></ul><ul><ul><li>Final project presentations </li></ul></ul><ul><li>Multimedia resources and activities: </li></ul><ul><ul><li>IRIS Center Modules (from Vanderbilt U) </li></ul></ul><ul><ul><li>Media (on YouTube and DVDs) </li></ul></ul>
    23. 23. Literacy Strategies for Students with Mild/Moderate Disabilities <ul><li>Background : </li></ul><ul><li>Statewide mild/moderate M.Ed./PB program </li></ul><ul><li>Twenty-five students: Kauai, Oahu, Maui and Big Island </li></ul><ul><li>Combined synchronous with asynchronous delivery </li></ul><ul><li>Weekly “virtual class” meetings </li></ul><ul><li>On-going internet, media and discussion assignments during week </li></ul><ul><li>Final Project: Case Study intervention project </li></ul>
    24. 24. Literacy Strategies for Students with Mild/Moderate Disabilities <ul><li>Virtual Class Interactions: </li></ul><ul><li>PowerPoint “lecture” </li></ul><ul><li>Break-out rooms </li></ul><ul><li>Polling </li></ul><ul><li>Web tours </li></ul><ul><li>Desktop sharing </li></ul><ul><li>Student PowerPoint presentations </li></ul><ul><li>Q & A/Live Discussion </li></ul>
    25. 25. Literacy Strategies for Students with Mild/Moderate Disabilities <ul><li>Asynchronous –Media assignments </li></ul><ul><li>U tube clips, IRIS modules, videos, tutorials, virtual labs, narrated PPts, interactive websites, audio files </li></ul><ul><li>Asynchronous – Discussion board </li></ul><ul><li>Think-Pair-Share, Round Robin groups, Jigsaw groups, Ask the Expert, Top Three </li></ul>
    26. 26. What Worked – What Didn’t <ul><li>Virtual class through sharing, connecting, community building </li></ul><ul><li>Multimedia Resources accessed on </li></ul><ul><li>the internet </li></ul><ul><li>Guided discussion threads </li></ul><ul><li>____________________________________ </li></ul><ul><li>Enough time to find the resources </li></ul><ul><li>Technology issues e.g. mike/earphones </li></ul>
    27. 27. Questions/Comments <ul><li>Pat Edelen-Smith, Ed.D: [email_address] </li></ul><ul><li>Kavita Rao, PhD : [email_address] </li></ul><ul><li>Lillian Segal. M.Ed: [email_address] </li></ul>

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